The base of the program is motivation, respect for the rhythm of each student’s learning, development of experience, phonological skills, self-esteem and inclusion.
The programme consists of direct action, relief and textual content as well as interactive software with audio, braille and visual elements.
The four modules are:
- manitas (“little hands”) – Basic skills: Curiosity about the world, tactile familiarity with the environment, communication.
– 0-2 years;
- a punto (“to do”) – preparation for literacy: start of conscious and planned learning – 4-2 years;
- braille (“braille reading”) – mastering reading and writing – 4-8 years;
- superbraille – confident use of braille and consolidation of its use – 7-13 years
You can find more information, video presentations and downloads on the Braitico four modules webpage.
While modules 1 and 2 contain a wide variety of techniques, games, poems, stories and songs for sensory-specific early intervention as well as related materials, module 3 is the actual reading course. There are also real objects here in the sense of didactic braille toys, braille embossed stories and braille texts. The software offers braille for braille display as well as texts for printing on a braille printer, audio materials and an interactive learning environment.
Each module is accompanied by very detailed teaching material which can be accessed after installation of the appropriate software. Handouts are available as accessible PDF or Braille files which can be displayed, printed and saved.
Example: the letters e and i, which are easily confused in Braille, are internalised using a swing.
The elephant (e) sits on the left and the iguana (iguano, i) sits on the right.
If the elephant swings upwards, the swing is aligned from top left to bottom right, like the letter ‘e’; the letter ‘e’ appears below the elephant.
If the iguana swings upwards, the swing is aligned from left to right from bottom to top, as the letter i; the letter i appears underneath the iguana.
- The materials are used in the following contexts:
blind children and teachers in mainstream schools, where sighted children also use visually appealing materials;
- in special assemblies for blind children where they follow their own curriculum;
- At home in the family.